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1. Professional development for STEM departments

   Flowers, L (July 2025, International Journal of Science and Research Archive)

   Professional development is a highly organized and valuable process designed to disseminate specialized knowledge and skills, thereby enhancing workforce efficiency and institutional alignment with the organization's strategic goals and mission. Typically, most professional development resources focus on supporting student retention and career readiness. Maintaining student success and providing programs that enable students to acquire job skills is paramount. However, implementing strong science, technology, engineering, and math (STEM) faculty professional development systems is equally essential to achieving meaningful student outcomes and departmental operational success. Sustainable professional development strategies and faculty support mechanisms must be continually developed, measured, evaluated, and improved to ensure that faculty can meet the needs of STEM majors, the changing educational landscape, and the challenges facing academic institutions. A focus on increased faculty communication from department and executive administration, as well as continuing education opportunities, travel awards, occupational training, mentoring programs, and scholarship initiatives, offers beneficial opportunities to meet faculty professional development needs. The recommendations in this article are intended for STEM faculty but could be adopted for all faculty and modified for STEM department staff. 

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2. Standardizing Facilitator Development for Exploring Computer Science Professional Development

   https://doi.org/10.1109/RESPECT46404.2019.8985691  

   McGee, Steven; Wachen, John; Dettori, Lucia; Yanek, Don; Brannon, Faythe; Rasmussen, Andrew M.; Reed, Dale F.; Greenberg, Ronald I. (February 2019, 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT))

   A key strategy for broadening CS participation in the Chicago Public Schools (CPS) has been the enactment of a high school CS graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development (PD) program serve as a core foundation for supporting enactment of this policy. The CAFECS researcher-practitioner partnership provides support for ECS implementation in CPS. An important part of the sustainability of the ECS PD model in CPS is the development of local workshop facilitators. Potential facilitators have generally been selected based on the CAFECS team's personal familiarity with active ECS teachers. Once selected, teachers engage in a two-year apprenticeship program to become facilitators. However, in the three years since the enactment of the policy, the number of ECS teachers and students has grown significantly. This rapid expansion of the CS teaching force has strained the ability to confidently identify new facilitators from a large pool of teachers and ensure consistency of workshop implementation. As a result, CAFECS is exploring how to supplement the ECS Facilitator Development Model through a proactive recruitment model and explicit support for the mentoring process. 

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3. Development of a Cybersecurity Professional Identity

   Hensel, Robin; Goseva-Popstojanova, Katerina (June 2022, ASEE annual conference exposition proceedings)
4. Development of a Cybersecurity Professional Identity

   Hensel, Robin; Goseva-Popstojanova, Katerina (June 2022, ASEE annual conference exposition proceedings)
5. Enhancing professional development school teacher educators ’professional vision for discourse-based pedagogy

   Farris, A. V.; Croninger, R. C.; Wolkenhauer, R. M.; Rutten, L.; Yen, Y-C.; Murphy, P. K.; Lloyd, G. M. (April 2022, Enhancing professional development school teacher educators ’professional vision for discourse-based pedagogy)